Article in Journal of Education · July 017 citations reads 9,701 author: Some of the authors of this publication are also working on these related projects

Bongani: Analysis of teaching and learning. . .       55

the lecture style and telling method. There was a lack of differentiated

instructional approach to accommodate learners with various abilities and

learning styles. This raises questions as to whether teachers have access to a

reservoir of pedagogical approaches that they can use in their classrooms for a

diverse group of learners. To accommodate every learner, teachers should

explore various teaching approaches that can benefit the different learners.

Schleicher (2012) argues that the kind of teaching needed today requires

teachers to be high-level knowledge workers who constantly advance their

own professional knowledge as well as that of their profession. In most

classrooms, teachers appeared to hardly understand or know their learner’s

preferred learning style. This knowledge can help in choosing the appropriate

teaching method that will accommodate diverse learners in their classrooms.

Davidoff and Berg (1990) suggest that learning is more effective if the

teaching methods used match students’ preferred learning styles. In addition,

effective learning occurs when the conditions for learning are maximised

through the deliberate use of instructional design principles that consider

learning differences and increase the possibilities of success for all learners;

which is also the foundation of the DBE (2011) CAPS. Thus, effective

teachers personalise (supposed to) learning for their learners, as they

recognise that they develop at different rates and have different abilities. That

being said, the challenges associated with the implementation or use of

learner centred education approach are widely noted (Vavrus, Thomas &

Barlett, 2011: Schweisfurth, 2011). Schweisfurth (2011) identifies the

challenges as having been labelled a ‘paradigm shift’ and the failure

metaphorically described as ‘tissue rejection’. However, Schweisfurth (2011)

argues that some successful implementation seems most likely in contexts

where teachers are supported in a multi-stranded, sustained, joined-up

manner, and are ‘scaffolded’. Hence, I argue that for teachers to succeed in

using learner centred approaches in their classroom they require some support

from their colleagues, districts and the department of education. Obviously,

the nature of support will vary as it will include coaching and mentoring,

material resources, infrastructure and more.

To vary teaching strategies, science teachers should constantly reflect on their

practice to determine if learners are still benefiting from their lessons.

Evidently, most teachers were not familiar with reflective teaching practice.

Reflective teaching practice is viewed as a means by which practitioners can

develop a greater level of self-awareness about the nature and impact of their

performance, an awareness that creates opportunities for professional growth

and development (Osterman & Kottkamp, 1993). I argue that an effective and

---